课程思政评价的困境解析与路径重构——以《数字信号处理》课程为例

Analysis of the Dilemmas and Path Reconstruction of Ideological and Political Education Evaluation in the Curriculum—A Case Study of the Digital Signal Processing Course

摘要: 课程思政评价是保障其建设质量的关键环节，也是当前实践中的主要难点。本文以《数字信号处理》课程为研究对象，深入剖析其评价工作面临的核心困境，主要包括：思政育人效果难以直接显现导致的测量难题、评价人员专业能力不足影响评价准确性的问题、缺乏针对性评价技术造成的操作困难，以及评价结果未能有效应用于教学改进的困境。为解决上述问题，本文提出一套系统性改进方案。首先，在理念层面，应确立“以促进发展为导向”的评价观，实现从单纯考核向推动教学改进的根本转变。其次，在实践层面，需要构建基于多元数据的综合评价体系，组建跨学科合作的教学评价团队，探索与专业教学深度融合的评价技术化路径，完善促进教学质量提升的反馈与应用机制。本研究旨在为破解理工科专业课程思政评价难题提供理论参考与实践指导。

Abstract: The evaluation of Ideological and Political Education in the curriculum is a crucial link in ensuring its quality and represents a major difficulty in current practice. Taking the Digital Signal Processing course as the research object, this paper conducts an in-depth analysis of the core challenges faced by its evaluation work. These mainly include: the difficulty in measuring outcomes due to the indirect manifestation of the educational effects; issues with evaluation accuracy stemming from insufficient professional competence of evaluators; operational difficulties caused by a lack of targeted evaluation techniques; and the challenge of evaluation results not being effectively applied to teaching improvement. To address these issues, this paper proposes a systematic improvement plan. Firstly, at the conceptual level, an evaluation concept “oriented towards promoting development” should be established to achieve a fundamental shift from mere assessment to driving teaching improvement. Secondly, at the practical level, it is necessary to construct a comprehensive evaluation system based on diverse data, form interdisciplinary teaching evaluation teams, explore evaluation methods deeply integrated with professional teaching, and improve feedback and application mechanisms that enhance teaching quality. This study aims to provide theoretical references and practical guidance for addressing the challenges of evaluating Ideological and Political Education in science and engineering curricula.